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d) Which part of the microscope associated with the mechanical stage is the specimen slide held? (1 mark)
Describe the steps you would take to identify Staphylococcus aureus from a patient’s blood sample:
Write briefly of the mode of transmission, clinical manifestation and diagnostic techniques of infections associated with the following medically important microorganisms: 3.1. Vibrio cholerae (10) 3.2. Candida albicans (10) 3.3. Schistosoma hematobium (10)
CONTINUATION FOR QUESTION #218928
Compose a response to the following questions. Explain your answer using, and fully explaining, the genetic terms and concepts using the Mendel's experiment. Use headers to label each part of your experiment and/or use sentences to introduce each section.
Form a conclusion: Were the results close to the expected 9:3:3:1 phenotypic ratio? Do the results support the prediction? What might be observed if far fewer plants were used, given that alleles segregate randomly into gametes? Try to imagine growing that many pea plants, and consider the potential for experimental error. For instance, what would happen if it was extremely windy one day?
Compose a response to the following questions. Explain your answer fully using the genetic terms and concepts by Mendel's experiments. Use headers to label each part of your experiment and/or use sentences to introduce each section.
- Test the hypothesis: You cross the dwarf and tall plants and then self-cross the offspring. For best results, this is repeated with hundreds or even thousands of pea plants. What special precautions should be taken in the crosses and in growing the plants?
- Analyze your data: You observe the following plant phenotypes in the F2 generation: 2706 tall/inflated, 930 tall/constricted, 888 dwarf/inflated, and 300 dwarf/constricted. Reduce these findings to a ratio and determine if they are consistent with Mendelian laws.
A student conducts an enzyme experiment revolving around changing the enzyme concentration, and its effects upon the rate of reaction when applied to the enzyme amylase and starch in the presence of a pH Buffer of 7. The student obtains a data set based upon the time taken for the disappearance of starch, associated with a sustained colouration of brown when the mixture was added to a spotting tile containing I/KI (iodine in potassium iodide), having mixed equal volumes of standard starch with a given concentration of enzyme.
The student is informed that as the results reflect the use of the disappearance of substrate and not the production of product, their results must be converted to 1/T (where T=time in seconds) for the rate of reaction.
How passing electricity through enzymes in vitro will lead to increased enzyme activity....?
The full name of oligopeptide
drainage of thoracic wall.
